Method of teaching



Oct. 18, 1966 s. E. TAYLOR 3,279,098

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.SMA/FORD TAYOE United States Patent O 3,279,098 METHD F TEACHING Stanford E. Taylor, 284 Pulaski Road, Huntington, N.Y. Filed Mar. 16. 1964, Ser. No. 351,903 1 Claim. (Cl. 315-35) i This invention relates to an improved method of teaching, andv more particularly to an improved method of teaching linguistic skills using audio-visual aids.

Competencein linguistic skills, which includes reading, writing and verbal communication, is of basic importance in all educational elds. A `student Whose linguistic skills are inadequately developed is handicapped in all of his educational development and also later in life in his career. Teaching inthe eld of linguistic skills in the United States has been frequently criticized and has been the subject of considerable controversy, treatises, and discussions on Why Johnny Cant Rea It is a particular object of the present invention to provide an improved method of teaching linguistic skills utilizing -audio-visual .aids wherein :the students background and experiences and his existing communication abilities to speak and to listen are more completely capitalized on in an instructional program in which his discrimination between letters and letter sequences, and his recognition, identification, understanding and use of words and word sequences is more quickly developed and wherein his speed in the utilization of these skills in a reading-thinking act is readily increased and accelerated.

My improved method of teaching linguistic skills using .audio-visual aids has the further radvantage that:

(a) My method permits more inductive learning because of sound and sight synchronization in the use of audio-visual aids.

(b) My method permits separate training of individual component skills such as looking, listening, reading, and thinking.

(c) MyI method, to a great extent, is auto-instructional and therefore individualized and can thus be arranged so students can proceed at an individual pace.

(d) My method makes use of programmed instructional methods by providing for instruction in small steps combined with immediate reinforcement.

(e) My method utilizes audio-visual aids and instruments to a maximum and accordingly frees the teacher for more individualized pupil attention and supervision.

(f) My method provides through audio-visual methods more care in the manner in which individual linguistic skills Aare introduced and taught.

(g) My method provides for a more motivating learning experience which will command more attention and thus will reduce both the amount of relearning and drills required of the students.

(h) My method develops an improved listening ability by including instruction in more analytical listening skills.

(i) My method decreases the students recognition time of printed words by providing improved means of associating words with meaning, by teaching the graphic nature of a word, and by instructing him by providing constant demonstrations of the relationship of spoken language with sentences, words, and word parts.

(j) My method develops eicient ioculo-motor and perceptual habits and specifically discourages in a controlled manner the formation of the poor reading performance habits of regressing and rereading,

(k) My method provides for developing the readingthinking act as a highly coordinated and eicient activity.

(l) My method provides richer communication experience for the child with more association, more mental activity and with a higher pace of learning.

In carrying out my method, after letter recognition and letter order have been taught, I contemplate present- 3,279,098 Patented Oct. 18, 1966 ing the sound of words in a, llinguistic. sequence comprising at least a sentence and at intervals producing the visual image of certain selected words in the linguistic sequence in conjunction with the production of the sound of each yselected word, by presenting the visual words immediately preceding the lspoken word and continuing the image during the sound of each selected word, terminating the. visualfword precisely at the end of the sound of the Word and thereby indirectly teach theV relationships of aural vocabulary with printed words.

My method also contemplates further reinforcing word recognition by producing images of words in phonetically and graphically related groups, while simultaneously producing the sound of the Word- In addition,I myY invention contemplates decreasing the. identification .and recognition time of words Whose function and meaning has been taught by presenting timed tachistoscopic word exposures without the sound of the word at increasing rates of speed, shorter than the usual eye pause in reading. Furthermore, my invention contemplates decreasing the perceptual processing time. of sight words by thereafter presenting the images of these words in a linguistic sequence, such `as a sentence or paragraph,y one word at a time and one word to aline, at increasing rates of speed on all words for less time than a usual eye pause in reading, Finally, my invention contemplates developing visual motility by displaying words, letters, or other symbols in a highly accelerated left-to-right manner in accordance with conventional reading performance patterns.

In the accompanying drawings:

FIG. l is a flow sheet or diagram of a preferred educational or teaching sequence for use with audio-visual aids in teaching linguistic skills;

FIG. 2 `is .a diagrammatic view in perspective of an audio-visual device which may be, used in step or phase I of the Isequence;

FIG. 3 is a diagrammatic view illustrating the use of a visual aid in connection with step or phase III of the -sequence;

FIG. 4 is a diagrammatic view showing the use of a visual aid in connection with step or phase IV of the sequence;

FIG. 5 is a diagrammatic view illustrating the use of an audio-visual aid in connection with step or phase V of the sequence;`

FIG., 6 is a diagrammatic view illustrating the use of an audio-visual aid in connection with step or phase VII of the sequence;

FIG. 7 is a diagrammatic view illustrating the use of a visual aid in connection with stepv or phase VIII of the sequence;

FIG. 8 is a diagrammatic View illustrating the use of a visual `aid in connection with step or phase IX of the sequenceyand i FIG. 9 is a diagrammatic view illustrating the,` use of a visual aid in connection with step or phase X of this sequence.

In FIG. 'l I have shown a ow diagram of a preferred educational or teaching sequence for use with audio Aand visual aids. in teaching linguistic skills. Eachv step or phase of the sequencey is represented by a separate block. In all, I have shown twelve. steps or phases, identifiedby Roman numerals froml to XII.

Step or phase I constitutes establishing common ex;- perience, and this is discussed more fully under a corresponding heading and is illustrated in part, in FIG. 2.

Step or phase II constitutes building, thinking4 and aural communication skills. This is discussed` more. fully under a corresponding heading,

Step or phase III consists of introducing letters and letter order. This is discussed more fully under a corresponding Iheading and is illustrated in part in FIG. 3.

Step or phase VI consists of reinforcing word recognil tion through analysis techniques. This is also discussed more fully under a corresponding heading.

Step or phase VII consists of decreasing the identification and `recognition time of isolated Words as they appear. in context. This is discussed more fully `under4 a corresponding heading and is illustrated in partl in FIG. 6.

Step or phase VIII consists Ytof decreasing the processing timeofsight words during continuous seeing acts of reading.A This is discussed more ffully under ya corresponding heading and is illustrated in part in FIG. 7.

Step'for yphase IX consists of developing the visual motilityerequired in continuous reading. This is discussed more fully under a corresponding heading and is illustrated in part in FIG. 8. Y'

Step or phase X consists of developing reading as a rapidl `,perception and vded-uction process. This is discussed more fully under ya oorrespondingheading and is illustrated in part in FIG. 9. f

Step or phaseXI consists of developing silent reading ability of the child as 'anefiicient yand effective `sustained act. Thisis discussed more fully under a corresponding heading.

l Step or phase XII is the final phase of theV sequence4 and consists of using the bookas a successful, `independent reading situation.

It should be understood that portions only of the sequence may be employed to develop or reinforce certain of the component skills. Thus, where aural communication skills and letter order and words have been taught, the partial Asequence of steps V :through VIII can be stressed and repeated as required. After word recognition and identification has been adequately taught, and the yrecognition and processing time has been sufficiently decreased, visual motility can thereafter be suitably developed yas by the portion ofthe sequence represented by vsteps 1X to XII. e j y In a teaching sequence involving all of the steps or phases from I .to XILany one or more steps thereof can be recycled or repeated as many times as required.` 4 Eachof the separate steps or phases of the teaching sequence will now be considered under separate headings.

(I) Establishing common experience The primary purpose ot this step or phase is to expose the child or pupil to experiences and concepts which are to provide a basisfor the communication experiences to follow.' This may-be accomplished in the manner indicated in FIG. 2 using primary audio-visual media, such as films and recordings. Thus, I have illustrated a `rear projection screen -on whicha sound, moving picture film is projected. The films should display simulated living experiences, stressing daily communication skills. The sound and visual image are coordinated in the proper fashion. Thus, the looking and listening situation causes the child to employ various types of thinking skills and'Y to realize the role of aural communication. In phase I, Vlittle or no specific `attention is directed to the specific r.function of aural or printed words on the part of the child. The primary concern lies with the experiences and concepts which are to provide a base for the communication experiences to follow. Thus, the film may display a sequence in which a child goes to `a store, makes a purchase,'and receives the incorrect amount of change. As 'a further example, `the film may display a sequence in which the child moves livingproblems involving to right.

from one neighborhood to another and meets with Vhis f new neighbors and must transfer to a new school.

(II) Building thinking and aural communication skills` This step or phase develops the childs ability 4to look,` to listen, and to think with competence.

Filmstrip stills,

frames taken from the films of .phase I, are projected on a 1 screen or excerpts from `the sound track of the recordings used in phase I are played so as to serve as the stimulus for small lgroup discussion activities. In` these discussions, the child or pupil is stimulated to recall, toV orden; and organize, to interpret and relate, and to evaluate and i apply in oral terms. Attention centers onv ,the childs' ability to use a variety of thinking skills and to communifl cate his ideas clearly, systematically `and directly. All'l instruction-al materials are presented in the form` of pictures or sound with no use ofprinted words.` Thus, the"` childs ability to look and tolisten .with competence :isdeveloped. Visual and auditoryldiscrimination and 1the looking and listening skills vital to learning are stressed;

during this phase.

(HI) Introducing letters and letter order In this phase, letters are taught through a variety of dis.` crimination activities, such as` copying, typing, orV print-` ing. By similar procedures, the child isvtaught that ai word represents -a sequence offletters. In this connection,

a tachistoscopic deviceand projector,y such as disclosed in Patent No. 2,723,591, and as indicated in FIG. 3, may l be used torst display individual letters one to a line `at increasing `rates'of speed to make `letter reoognition'instant'aneous, later to present several` letters tok a `line-to teach letter order. A tachistoscope isa device or apparai tus for exposing figures, letters, words, images, or` other,l

visual stimuli 4for very brief periods of time in the order:

of afraction `of a second. In FIG. 3, atachistosoopic` are projected one line at a time in on the screen. Each letter may be displayed for a rela-` tively shortperiod of time in the order of .33 second initially and the period of time for each letterdisplayed may be decreased so as to make letter recognition ini` stantaneous. 1

(1V) Accelerating discrimination of letters In this phase, the child is .taught to discriminatebetween letters displayed in a sequence. Thus, lines of letf ters are presen-ted in a left-to-right manner with a projector of the type which projects an image of a linel .ofletters on the screen, uncovering them on the screen, yfrom left For this purpose, a projectorV of the Vtype shown in Patent No. 2,745,313 may be employed.` In FIGLA; I have illustrated a projector 16of I individual lines of letters from left to rig-ht on a screen as indicated at 18. A typical sequence of lines of letters is shown at 20. These lines: of letters are projectedone at a time and are scanned Ifrom left "to right;v

In this step or designated letters, exercise, or he may look for `letters in order as they occur in the alphabet. From/training exercise toA exer-` cise, the number of letters per line is increased (reducing the spaces between the this type 4displaying 1 phase, the child `may count previously l `such as theds or the `gs from the.

sequential relationship,` i

letters) and the rate of scanning from left to right is similarly increased. lThus, the child l is taught to maintain a high level of attentionrduring careful scmtiny in a dynamic act that approximatesthe` activity of reading. couraged to fixate systematically across each line of lett: ters and during each `fixation to recognize, Yto identify, and to discriminate between the letters `in a `left-to-liglit1 order. The ultimate effect of this training is to create la more stable letter recognition while'under the effectsof the usual reading situationin which there is constant In this fashion, the childis- ,en-i

overlap of retinal impressions and the disturbance of the oculo-motor activity.

(V) Introducing printed words as part of aural context In this phase, the child is introduced to new printed words through au inductive learning process. Thus, through the use of an audi-o aid, such as a disc or tape record player, linguistic sequences, such as recorded stories or other aural contexts consisting of at least a sentence, are completed. In the midst of the aural context, the visual image of selected Words in the linguistic sequence are visually presented one at a time by projecting them on a screen in conjunction with the production of the sound. The visual image of each selected word is produced just prior to the sound of the word. The visual image and the sound are then continued simultaneously and they are simultaneously terminated 4at the end of the sound of the word to thereby teach indirectly the relationship of aural vocabulary with printed words. 'Ihis is diagram-matically illustrated in FIG. 5 which shows a tape player 24 and a rear projection screen 26 on which the images of the selected words are projected. The linguistic sequence or aural context is shown beneath the tape player and screen and the words appearing beneath the blank spaces are the selected words whose images are presented one at a time on the screen. The box surrounding the selected words represen-t the relative length ot time through which the images are projected, and it will be noted that the image is produced prior to the sound of the word and terminates simultaneously therewith. In this way, a child is introduced to new printed words through an inductive learning process in which he nds it easy to associate various spoken words with unknown printed words. Later, in the use of this step or phase, the selected words are omitted from the aural context and they are projected on the screen during pauses in the narration. In this way, the child is encouraged to recognize, and use, the printed word -in order to complete the continuity of thought and meaning being aurally presented. This mode of presentation of aural context with intermittent but integrally visual word presentations has :a number of advantages over the printed page in initiating a sight vocabulary in beginning reading. For example:

(a) The linguistic sequence in which the word appears is easily'realized by the child and thus the function and meaning of the word is more evident.

(b) The stories used can be considerably higher in readability level, more interesting and more usual linguistically .to the child lbecause they are not subject to the same restricting vocabulary controls exercised in creation of printed beginning reading materials.

(c) The aural communication read to the child can be kept -at a higher level (12S-200 Words per minute), which is his usual 4speaking and listening rate but one which is considerably higher than 4the reading rate usually -accomplished by beginning readers. This higher rate will encourage the child to be more rapid in his association and will preserve and encourage -rather than stille the thought processes the child has developed to that point and which he Ibrings to the reading act.

(d) By isolating words graphically rather than presenting them in the usual printed context of a phrase or line, all the contlicting retinal impressions that would be created by the other words as the child wanders over the line in a manner habitual to ineffective readers is avoided.

(e) At no time is the child permitted to regress to prior words or context. |He is presented with aural and visual context that -is direct and sequential.

'Ihe presentation of aural context in which individually selected words appear rst by way of visual image, followed immediately thereafter with the sound of the word, and with the sound and the image terminating simultaneously .as part of a linguistic sequence serves to encourage and reinforce the recognition of new words and to teach indirectly the relationship of aural vocabulary with printed words.

(VI) Renforcing word recognition through analysis techniques The recognition of words which have been previously taught, particularly in phase V, is reinforced in this phase of the sequence. Thus, the images of phonetically and structurally or graphically related groups of words are also produced inA conjunction with aural instructions or directions. Likewise, the images and the sound may, at times, be presented ina synchronized manner preferably with the same coordination of visual image and sound as in step or phase V and using the audio-visual apparatus of the type indicated in FIGS. 5 and I6. This phase of the sequence is not concerned with timing, but is simply concerned with t-he presentation of words in phonetically and structurally related groups^ with directions and instructions and responses that will increase the students insightv into the principles ofr independent word analysis and to more closely associate the sound of a word with -its image. At other times as aural response is requested of the student, with the correct aural response suggested, and as the student responds a reinforcing image will appear in synchronization in order to aid the child in associating a kinesthetic response required to produce the word with its image. At times the student will, in the process of responding, record an aural response as evidence of his learned ability to analyze and recognize Words.

(VII) Decreasing the identi'cationvand recognition time of isolated words as they appear in context Recorded stories or other linguistic sequences forming part of an aural context are played on a tape or record player and 'selected words are omitted from the aural context and are presented by means of a tachistoscopic projector on a screen, as diagrammatically illustrated in FIG. 6. Thus, the linguistic sequence or aural context is played on atape player Z8 and the words omitted from the auralV context are presented on screen 38 by means of a tachistoscopic projector 32, which projects selected Words at increasing. rates of speed of between .33 and .0l second, thereby decreasing the identilication and reaction time for these words. The ultimate goal is to transform all words Whose meaning is known into sight words, which by definition refers to words recognizable in less than the usual eye phase in reading.

In the recognition of words in phase V, the child has sulicient exposure time to employ several fixations during the process of identifying and recognizing a word. In phase VII, the dashed images from the tachistoscopic projector permit recognition during only one brief xation, one visual impression at a peak of attention and so the child is' encouraged to grow in his discrimination ability and in the visual memory he employs to retain a word. Thus, the child listens, guesses the missing word by using context clues, and then watches the screen for the ashed word for correction or verification. Later the dashed words can be lilled into blanks in a printed story. Through these contextural exercises, the child also experiences the role meaning plays in suggesting and vertifying certain words.

(VIII) Decreasing the processing time of sight words during continuous seeing acts or reading In this phase the words (only those introduced to date) of a short |story are visually presented as by means of a projector on a screen, one word to a whole line in the same general location from line to line. The wordsV are thus presented successively until they`complete a linguistic sequence, such as a sentence or paragraph. This is diagrammatically illustrated in FIG. 7, in which the projector is shown at 34 and the screen at 36. The sequence of words which are thus projected one at a time are diagrammatically indicated at 38. 'Ihe presentation time per word will be decreased during training exercises from approximately .33 to .10 second. In this phase, the child is expected to identify, recognize and to associate mean- 7 ing infa rapid and continuous manner' as in reading but with the following diierences:V

(a) During this training, the child still receives only a single impression of each word. At no time will he be permitted more than a single eye-stop Vor fixation ,per word. As a consequence, the `child is given training in Lprocessing `orjsecuring"his impression more quickly and soon learns to tolerate the overlap retinal impressions Ythat is typical of continuous reading.

(b) Though each word is isolated graphically, each appears in the same place'on the' projection slide or screen in rapid succession, affording the training to tbe derived from `the constant overlapping of impressions.

(c) He will have the advantage ofA a direct and orderly presentation of words, for they will be exposed to him -in proper succession. There will Ibe no possibility of regressing or rereading. l Y

If the child needs additional exposure for recognition and understanding, the film would be repeated at the` same high rate rather than slowing down the presentation time in order to maintain the perceptual training.

This forml of training is easier for the student to accept because another complexity of continuous reading, Le., saccadic movement, is not present because the words are presented oneY at a time and one to a line at a high presentation rate which does not permit the `usual eye movement.

The partial sequence of steps or phases V through VIII may be used to advantage with students in whom recognition and identification of letters and of letter sequences have been developed. These steps will serve to develop and reinforce identification and recognition of Words 4both individually and as part of a linguistic sequence and will serve further to decrease the time required for such idenitication, recognition, and association. When word identilication, recognition, and association have been `properly and reinforced, the teaching sequence can then return to the conventional left-to-right reading intake process typical of the conventional act of reading. A partial sequence for developing left-to-right reading skills is embodied in phases IX through XII.

(1X) Developing the visual motility required in continuous reading In this phase, numbers, letters, symbols, or words `comprising a linguistic sequence, such as a story, are presented, two yor three elements to a line and rapidly from left to right by means of a suitable visual aid. Thus, as shown `diagrammatically, in FIG. 8, a projector 40 which projects images sequentially yfrom left to right on a single 'line may be utilized to project successive lines comprising symbol exercises or words on a screen'42. Thetlines l of symbols typical of the material presentedxfrom left to right are diagrammatically shown at 44. The .lines-*are scanned in a left-to-right manner `at a rate of presentation ranging from 1.2 seconds per line (50 lines per minute and 100words per minute if 2 words are presented per line) lto '.40 second (125 lines per minute-250 wordsV per minute if 2 words perline are presented). These rates4 of presentation provide the child with just enough time to make a predetermined two or three eyestops or fixations per line, allowing a range of from .40 second per eyestop to .20 second per eyestop. As the child strives to reach a satisfactory vantage point at each point of the line from which to view each symbol or word and suicient time in order to identify and recognize, he learns to direct his eyes more quickly with greater precision and coordination, and with greater ease, thus developing the visual func-A tional facility or ocular motility vital to comfortable and .uent silent reading. While this step or phase is shown 1as following step or phase VIII, it may be used with advantage after one or 'more of steps V, VT, VII, or` VIII. (X) Developing reading as a rapid perception and deduction process Y In this step or phase of the sequence, many of the Ipreceding skills are combined and put to use. Linguistic `8. sequences, suchas a story or' a portion of astory are exposed, by means of a visual aid, one line at a time and 1n a left-to-right mannerin conventional reading, while being projectedon a screen in the manner shown in FIG. i

9. Thus, in FIG.9, is shown a projector 461Which can project one llne at a time from left-to-right on a screen 48. The sequence of lines making `up a portion ofthe story are shown diagrammatically at 50.l After each segment, such as a sentence or paragraph, is, exposed, the

projector is stopped and the children discuss the content of Whatever they have seen projected on ,the screen.`

These intensive readingsfbursts. put to use the motility,

the perceptual processing ability, and the associational skills previously learned. The questions and discussionsV i `that follow each -segment.(a sentence or paragraph)` develop the childs ability to arrive at word meanings,A to take careful .note

:associate the facts. and information presented with per-` sonal experience, to interpret and levaluate the information given, and to anticipate what` might follow. The dual goalof this combined training is to stimulate the of what was stated as well as.realize 1 what was imphed, to sense the structure of language, to.

child to read more rapidly While reading more intensively.

(XI) Developing silent reading ability asan ecent and sustained act During, this step or phase, the child learns to read i linguistic sequences such as stories (using known words) yfor continuous sustained periods (of four to tive minutes or more) using Ya visual aid to expose one lineata .time fpom left to right. For this purpose, I may employ ja visual aid such as a projector in a manner similar to that illustrated in FIG. 9 by projectingI the individual linesof i the sequence on a screen from left'to right; Thus, read-1 sustained periods of four to tive minutes or more. More l eective and eicient habits of reading are developedl by repeating and continuing this practice with suicient frequency per-Week and for a given-total number of sessions.

associate meanings. As Ya consequence,` Vthe child will Thus, in reading, theV child will habitually `require less fixation or eyestops` to perceive words, and will need less regressions or rereadings to insure accuracy and` wllrequire less time to react to the meaning o f words,y and to;

ultimately find himself able to read with greater ease and lluency in a manner he can sustain for longer periods of encourage maximum comprehension and utilization context.

(x11) Using the bob/ms a messfuiindependemf reading situation After the child has had adequate training in the steps of the foregoing'sequence,mhe is ready to turn tothe book. Thus, if each step inthe sequence has been-ade,-y quately pursued :and recycled where necessary, the child` -will have acquired the necessary experience' and concepts, the thinking skills, the necessary number of sight'words along with the lability to quickly `and easily identify, recognize, and associate these'words with meaning aspart jof an eiiicient performing-thinking process that will yield maximum comprehension and interpretation. By providing adequate preparation of reading skills away from `the l `book and then exposing the child to books only when he vmakesvthe best use of them, reading and books will soon come to be regarded by the child as an enjoyable and re- 'warding experience.

time, and in a manner perceptually that will permitand i `of l A library paralleling the growth of sight vocabulary and concept development should be available so as to provide each child with highly successful and motivating independent reading situations throughout his learning to read career.

It will thus be seen that I have provided an improved method of teaching linguistic skills using audio-visual aids wherein the students letter awareness, word identication and recognition, and understanding and use of Words and word sequences is quickly developed and wherein his speed in employing these skills is readily increased and accelerated. While I have developed a complete sequence of steps or phases to develop and reinforce all of these skills, any one or more of these steps may be separately utilized and recycled where only certain skills are to be developed or reinforced.

Specific modifications may be made in my method and in the individual steps thereof as for instance by utilizing diierent audio and visual aids in connection therewith.

I claim: 2

References Cited by the Examiner UNITED STATES PATENTS 2,723,591 11/1955 Taylor 35-35.2 X 2,745,313 5/1956 Taylor 35-35.2 X 2,975,672 3/ 1961 Shields. 3,078,593 2/1963 Miller 35-35.3 X

EUGENE R. CAPOZIO, Primary Examiner.

W. GRIEB, Assistant Examiner. 

